This report presents an evaluation of an ESEA Title I Pilot Kindergarten Program in Phoenix, Arizona. The 3-month project involved an extended day program for eight kindergarten classes from five schools during the 1976-1977 school year. The report is organized into five sections. Section I presents the Student Performance Results. These results…

The major purpose of this study was to present some findings relative to the benefits and the effectiveness of total learning in a full-day-kindergarten program as compared to the traditional half-day kindergarten program. To do this the Evansville-Vanderburgh School Corporation of Indiana, implemented and conducted a full-day kindergarten pilot…

This paper describes and evaluates an alternate day-full day kindergarten program. Through the use of Cognitive Abilities Test (CAT) scores and surveys, two kindergarten groups were compared. One group attended school for a half-day daily; the other attended all day on alternate days, but for a comparable length of time. A summary of survey…

The All Day Kindergarten (ADK) program was established in five schools within the Wichita (Kansas) Public School System during the 1988-89 school year. The goal was to establish a full-day balanced readiness program that would enhance skill building in the cognitive, social/emotional, and motor development areas. A formative evaluation was…